Building a Locally Relevant Curriculum for Korean Language Teachers

Abstract

This paper identifies areas of critical needs emerging in the K–12 Korean teacher education by examining an array of data: (1) a summary of teacher certification processes and training programs, (2) results of a survey and an interview with practicing and prospective Korean teachers, and (3) student feedback from practicum classes. Several state universities in the United States offer K–12 Korean teacher certification as interdisciplinary pursuits rather than a single unit degree program, which involves collaboration between various components of the institution, including the Korean language program. Focusing on one such certification process in the state university of New Jersey, this article lays out a workable curriculum that could address the needs of both existing certification programs and a new MA program in Korean language education. Beyond the standard array of courses on foreign language acquisition and classroom management, we argue for a coherent curriculum, specifically designed for Korean as a Foreign Language (KFL) education. In addition, by properly contextualizing KFL pedagogy in the Korean studies program at the university, we attempt to create “content connections,” one of the five goals spelled out in the Standards for Korean Language Learning (2012).